种族身份如何影响美国原住民本科生的校园体验和学术成果?
Alise Dabdoub1, Lori Anderson Snyder2, Stephanie R Cross2
1Hogan Assessment Systems, 11 S Greenwood Ave, Tulsa, OK 74120.
概括
美国原住民大学生大学生.
科学领域:
- 社会学 社会学 社会学
- 心理学 心理学 心理学
- 美国原住民研究 美国原住民研究
背景情况:
- 大学是民族身份发展的关键时期.
- 由于历史和系统因素,美国原住民 (NA) 学生面临着独特的挑战.
- 了解NA民族认同和大学气候之间的相互作用至关重要.
研究的目的:
- 检查美国原住民大学生中种族身份的演变.
- 在大学期间识别种族身份发展的不同轨迹.
- 探索种族认同水平和大学经验之间的关系.
主要方法:
- 纵向研究追踪美国原住民学生的种族身份.
- 对大学职业生涯的种族身份轨迹的分析.
- 认同轨迹与校园舒适度,教师互动,歧视和压力的相关性.
主要成果:
- 确定了三个稳定的种族身份轨迹:低,中等和高.
- 具有高度种族认同的学生报告说,校园更舒适,教师互动更积极.
- 相反,高种族认同与增加基于种族的负面互动,歧视和压力有关.
结论:
- 在美国原住民大学生中,种族身份的发展并不统一.
- 虽然更高的民族身份与积极的校园融合有关,但它也可能提高对歧视的认识和经验.
- 大学环境必须解决美洲原住民学生的复杂需求,平衡身份肯定与减轻负面种族经历.
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